Learning, in my opinion, is the epitome of the educational system. It is the ability to acquire knowledge, and to use that knowledge to the benefit of oneself, and to the wider society. But, what is really meant by the term ‘learning’? Why do people learn? How do people learn? These are some of the questions that have been asked over the years; solutions have been given, but many people, I believe, are still yearning for more answers. To some, an ultimate solution needs to be found, while to others, the process is ongoing. There is no final answer to these questions, as the belief of many, is that, the education system, with its structures and alignment, are always developing as the social systems of society changes. The term ‘learning’ has been defined in so many ways by psychologists, educators, and scholar practitioners, to name a few. It has also being critically assessed by ancient and modern scholars. One such scholar is George Siemens, a theorist on learning in a digitally-based society.
In a video ‘What is learning for me?’ Siemens view learning as a connect. This connection is with other people, and with tools that enhance his learning. However, he mentioned that there are barriers to his learning whenever things like copyright and government initiatives arise.
What-Is-Learning-For-Me-George-Siemens
Even though I agree with Siemens in part with his theory of the concept of leaning, with regards to the connection with people, I believe that when things like copyright or even government initiatives come alive, that is also learning, and not really a barrier, as he stated. Philosophically, how would he know that these tools are infringing on his right to learn if he did not learn that these tools exist to perform the task that he said they are performing? Overall, I believe that people learn through doing and repeating a task that allows them to gain the concept of the task, which eventually becomes a part of their inner being, as they demonstrate it to the wider society.
The theory of learning is of utmost importance to any discipline in society. One such discipline is educational technology. Learning is a mindset, so Siemens, the digitally-based theorist on learning, compares the mind to the computer. He said that, like the computer, ‘we accept inputs, manage them in short-term memory, archive them in long term memory, (and retrieve in short-term memory when needed), generating some type of output’. Technology is a tool that is used to enhance learning, and learning occurs when it’s coupled with teaching or instruction. Together, they formed what has come to be known as educational technology. Therefore, since technology has an effect on the learning process, the theory of learning must be a part of this digital discipline, which has whirlwind into the 21st century, with no intention of retreating.
Reference
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).
Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM for discussion. Retrieved December 8 from http://www.tskills.it/userfiles/Siemens.pdf
Milton,
ReplyDeleteIn a current educational system where I’m told what to teach, how to teach it, and how to measure it, I sometimes find myself struggling to keep sight of the purpose of my teaching and of my elementary students’ learning. The mission statement of my school rests on the belief that all students can learn. But, my question always comes back to “learn what, how and for what reason?” Are they to learn simply for the purpose of successfully passing a comprehensive assessment test of standard-based skills later on? Are they to learn skills needed to secure future employment, and, thereby, hopefully sustain oneself or a family, and help promote economic stability within our society? Unfortunately, the first question reflects the current state of affairs in my school district, where advances in educational technology work to improve test scores rather than encouraging deep learning. The second question reflects an enduring condition of our membership in the human league.
But, are higher test scores a true indication that deep learning has occurred? I’m interested in finding out how a contemporary learning theory such as connectivism addresses that issue. Also, is it my young students’ responsibility to direct their learning toward addressing human concerns outside of the comfort of their future work and family lives? Are they to learn skills necessary for effecting positive social change – ie. contributing viable solutions to pressing societal problems such as homelessness, starvation, and other debilitating human conditions? Fortunately, my philosophical struggles are mitigated by a resounding “yes” on my part to both of those questions. Even as societal expectations change, and we oscillate between learning theories and pedagogies, I continue to base many of my best practices on learning theory and research espousing active learning through social connectedness, collaboration, and real-world applications.
Leasa,
ReplyDeleteUnfortunately, the current generation of students has to learn how to mold their future, as we the adults are not careful in many of our executions. For instance, our generation is depleting the ozone layer with chemicals like chlorofluorocarbons (CFCs), despite saying that we are combating global warming.
All that you mentioned are important, and our students, irrespective of their ages, have to be prepared to take up the mantle of society. They are the leaders of the future, so we must prepare them as educators. So, whether our schools set rules for us to follow or not, the truth is ‘we have got to do what has to be done’.
Milton,
ReplyDeleteI appreciate your frankness. I identify with your statement about technology being a "tool" to enhance the learning process.
I am so glad that technology is so readily available for teaching and learning. However, at times do you fell that it hampers the act of learning?
My courses are all taught online and students are expected to follow along with the rules of the course. When they are not "technologically literate" they fall behind - and the learning curve decreases. I point them in the right directions (to get help) but they expect more from me - besides course help. In this instance it appears the technology does hamper the act of learning because of technological difficulties.
What would you recommend...besides dropping the course? :)